Project Notes


First 25 Questions

1.     How will the IRB feel about my involvement of children as a main part of my project?
2.     What are the family dynamics in a typical rural family in Ghana?
3.     What is the extent of gender inequality/equality?
4.     At what age are children expected to start helping on farms?
5.     Is there gender separation when it comes to chore tasks?
6.     Who owns the farm? Mother? Father? Both?
7.     Who inherits the farm?
8.     What is the Ghanaian school system like?
9.     How does it differ from what I am used to?
10. Are teacher/student relationships strong or weak?
11. How well does Ghanaian rural culture cater to the idea of gaining a higher education?
12. Are parents involved in their children’s academic education?
13. How much does it cost to go to school?
14. Are most cocoa farmers impoverished or struggling for survival?
15. How much profit does cocoa farming make?
16. How does this compare to the profits others besides the farmers make off the cocoa?
17. How did cocoa farming in Ghana originate? Is it a recent development? An old one?
18. Is the farming, or things involved with the process hazardous to youth?
19. How can I avoid seeming arrogant, or impolite?
20. What are some common taboo subjects?
21. How do the Ghanaians feel about our studies? Do they feel they are important? Trivial? Annoying? Amusing?
22. What happens if my project changes in the field (specifically with IRB approval)?
23. Will it be difficult for me to interview, or to gain interview time with residents?
24. Will there be a way for me to interview children?
25. Will the residents cut me slack for my ignorance, which will surely show?

Initial Project Question 1/30/12
      Do familial obligations related to cocoa farming prevent female children from gaining a higher education in Wiamose, Ghana [because…by…]


Methods Practices 
Methods Practice #1
Context: Supposed to be a study session at a girl’s apartment at Condo Row; however, a couple people were invited over by more than one person, and several people showed up of their own accord. Ended up being a large, loud social gathering in the living room. Sunday night, between 9 and 11 pm.
-There were 6 girls, 4 boys, all sitting in a circle on various seats (couches, chairs, on the floor)
-The seating was mixed between genders, although boys and girls who came in together sat by each other
-One boy brought cookies (chocolate/peanut butter), they were extremely chewy and became the butt of a joke repeated multiple time throughout the night  (This was not apparently offensive to anyone, but taken in good humor with laughter)
-Conversation topics:
            -Dating, marriage, setting others up on dates constituted more than half the conversation
            - Other topics included finding mutual friends, planning where to live or throw birthday parties.
- Excessive joking/mocking, especially boys to girls
-Girls pretend to be offended, but really enjoyed the joking
- Multiple conversations were in full sway at once, thus the talking was very loud and hectic
-Surprisingly, barely any texting, although phones and laptops were used at least 3 times to share data/entertain
- No evidence of romantic affections among people; however, the sitting was casual/comfortable enough to involve sitting closely to one another, often where people touched each other
-When new people entered room, those who knew them would welcome them by yelling out heir name
-Those who did not know each other were promptly introduced, made small talk, established mutual friends
-When people left everyone yelled bye
-Old friends gave hugs when reuniting
-There was one interesting moment when one guy put his fingers in melted wax from a candle sitting on a candle warmer. This led to several of the other kids doing the same, laughing and commenting on how weird it felt

Methods Practice #2
Interview Jottings
1.     Where did you live in Ghana, and how would you describe the particular dynamics and influences connected with this location?
o   Adenta, Accra, developed, feels like here w/o white
2.     What was your family structure like (size, ages, genders, etc)?
o   Dad mom , little bro 17
o   Dad 4 yrs older than mom
o   Dad has mom, dad, stepdad
o   Parents are close with extended, but not her
o   Family social gatherings
3.     Can you describe some of the basic gender roles that could be observed among your family and/or within your home?
o   Mom and dad divided most work, kids did rest
o   This was partially due to LDS home
o   No differentiation between brother/sister
o   Actually her dad makes her do “guy” stuff
o   Ex of “girl” thing – cooking
o   Ex of “guy” thing – picking wheat from grass
4.     How do these roles compare with general gender roles you have perceived within Ghanaian society?
o   Man bring money home, but does nothing else 
o   Woman is the homemaker, works while man sits (watches TV)
o   Cities vs villages: Rural, having a lot of kids is beneficial
5.     How was education valued within your family, and what types of education were valued?
o   Education BIG deal in family – education = success
o    Most families will push guys more, because providers
o   Rural communities: priority might be rather to open business than invest in education, move to cities
6.     Describe how one’s social class position might affect their daily life in Ghana?
o   Extremes (very rich, very poor) and the middle
o   Super rich will take kids to well-known school even if not that great \
o   People show off what they have, help lower classes for show
7.     What are some differences between an urban community and a rural
 community?
o   Very much more communal
o   Neighbors would feed her
o   Differs from American mindset
8.     How do the chances of gaining higher education compare for urban children and rural children in Ghana?
o   Highest education in village is high school
o    Have to move to city
o   May want to stay and help family
o   Doesn’t help that a university is not in village
Extended Notes
Transcription of significant quotes:
“Sometimes it [Accra, Ghana] feels like here, without the white people.”
“[In] a normal Ghanaian family, the man is just supposed to bring money home, and practically do nothing, watch TV.”
“I would go to the kitchen and help my mom cook, but then my dad would call me and say I am going to get the wheat out of the grass, come help me…technically my brother should be doing it” [referring to “girl” versus “boy” tasks]
“When you go to the villages it’s more like the number of kids you have determines how easy things are going to be in the house; if you have a lot of kids they can perform the duties in the house.”
“Most people would rather push their sons to get education than the females, because guys marry the girls.”
“I think its like super rich, then average, then super poor.” [Regarding social class division]
“Say something happened and my family did not have money, and I couldn’t eat. I could just walk out of my house to my neighbor’s house, and my neighbor would treat me like I’m her daughter. She would give me food and make sure I have everything going for me, she would forget about that I have family too, she would see me as family.”
“After high school you decide if you want to go to the city to find a job or continue going to school…but if they are like, no I would rather stay here and help my family, the fact that there is no university in the village does not really help.” [Regarding chances for rural children to gain higher education]
Question #1:
Daniella described Adenta as “developed,” and it was a very urban area. Could this possibly point to Western influence? Developed = urbanized?
#2:
Father had a step-dad, could look further into acceptable family structure in Ghana – is divorce common? 
Daniella’s interaction with extended family members was limited to family gatherings, did not have super close relationship on a regular basis without most extended family.
Urban family - only has two children.
#3:
Daniella still holds notions of what her general society deems as male versus female roles. However, she openly realized that her family was unique in its distribution of its roles due partially to their unique religion (LDS). Also, being the older child caused her to be placed with more responsibility than her brother, although he is only a few years younger.
#4:
The general society seems to have very distinct gender roles: provider versus homemaker. I find it ironic that her LDS religion caused her parents to split roles more evenly, although a cursory glance might make one think the LDS religion actually reinforces provider versus homemaker, and strict distinctions.
Family structure extremely different for urban versus rural. Having children is an actually survival strategy, more = more hands to do work. Urban kids can interact more with others outside their family.
#5:
Daniella’s dad will do anything to allow his kids to gain an education. He cannot leave them with a lot of money, thus they need a way to be successful. In general society, boys’ education is a higher priority. A family would rather invest in a son’s education, especially if they have limited money. Daniella’s take on rural families was interesting: they would rather make money fast, such as by opening a business in the city, instead of waiting to make money like one does in school.
#6:
To Daniella, the social system was simple – the two extremes of rich and poor, and then the average middle, not several layers in between. Its seems that it is important to the wealthy to appear wealthy and show their wealth. They do this by sending their kids to well-known and pricey schools, and by giving money to the less fortunate.
#7:
Daniella painted a picture very different from America. Americans are stereotypically capitalistic – each for their own. Their own hard work will benefit them and them alone. However, Daniella states that Ghanaians have a more communal outlook. She could go to her neighbors for food when she was lacking, and would be treated as a family member.
#8:
For rural children to gain a university education, they would have to migrate to the urban areas. This could be a problem if they want to stay near family to help. Having no universities nearby villages presents a problem.

Methods Practice #3
Jottings
Freelisting
-Make a list of all the types of education you can think of
            [Very promptly started writing]
            Asked: “Like, for example, high school?”
            -Answered, anything that you think is appropriate
            After a few moments asked: “How long do I have?”
            -Answered, as long as you need
            Said: “I probably could think of more…”
PROBE: Ok, list anymore you can think of
List:
o   Preschool
o   Elementary school
o   Middle school
o   High school
o   Technical college
o   Community college
o   University
o   Job training
o   Piano/musical
o   Raising a child
o   Raising a family
o   Church
o   Instructed to do any task
o   Observation
o   Travel
o   Any class
o   Home school
o   Home skills
Sentence Framing
            -Is job training a type of education?
Answer: Yes, still learning, being taught anything is a form of receiving education
            -Is travel a type of education?
Answer: Yes, learning about an environment is a form of education, also after traveling, one will spread what they learned and teach others an education
            -Is observation a type of education?
Answer: Yes, example – she learned to dress better by observing how people dress on BYU campus
Triad

Three random selections: raising a child, job training, observation
            -Two similar: job training, observation
            -One different: rainsing a child
Why are they similar? Why is the other one different?
            Answer: part of job training is to observe, so they are similar. But raising a child is more interactive – parents learn from child but also teach child – they gain experience as they go.
[This was hard for her to answer]
Pile Sorting
5 categories – 2 had only one item, one was by far the largest
-This one was named “Centers of Learning” by subject, because she said one has to actually go to that place specifically to learn – included, preschool, middle school, high school, university
Other categories were: “Within Home” “Experiences” “Instruction” and “Observation”
Paired Comparisons
1: Which is harder? Raising a family or university?
            -Answer: Raising a family. Because – has to do with ethics, there are right and wrong choices, you get a one-time shot. University is planned/monotonous, you can retake classes
2: Which is more important? Observation or traveling?
            -Answer: Observation. Travel is not necessary, you do not have to go somewhere you are not to learn. But, you need to be observant and learn from your present surroundings.
3: Which is more important? Home skills or church?
            -Answer: Church. Because beliefs form foundations that guide actions, and are more significant than acquiring skills in the home.
[Very prompt and definite in answers]
Ranking
[Acted as if hard, was very hesitant]
Rank:
Church
Raising family
Raising child
Observation
Instruction to do task
Job training
Universities
Home skills
Any class
Technical college
Community college
High school
Home school
Middle school
Travel
Elementary
Preschool
Piano/music
When asked about her top rankings:
Everything you believe guides actions, LDS religion influences family value importance, legitimate education does not matter as much as just being willing to learn/observe
Expanded Notes
o   Listed a variety of education, seemed to view education as any sensory intake that could include learning anything – did not have to be official or formal
o   From the beginning with the triad test seemed to put family/church education at a higher significance, explained towards end of study that this had to do with LDS faith and its traditional family values
o   Formal institutional schools were categorized together – reflected American experience of organized education institutions, very much monopolized thoughts about education
o   Was very sure about comparison decisions, felt strongly about education that was most important or valuable
o   Felt most strongly about learning through observation of surroundings, religious beliefs, and family values
o   Surprisingly little significance placed on institutional education or travel and exposure to other places